Relationships Between Physical Ability Test Performance and Fitness in Recruits From a Southeastern U.S. Police Department.

ABSTRACT: Lockie, RG, Orr, RM, Sanchez, KJ, Gonzales, SM, Viramontes, E, Kennedy, K, and Dawes, JJ. Relationships between physical ability test performance and fitness in recruits from a southeastern U.S. police department. J Strength Cond Res XX(X): 000-000, 2024-Police recruit occupational ability may be predicted by a physical ability test (PAT). This study determined relationships between a department-specific PAT and fitness test performance among police recruits. Retrospective analysis was conducted on recruit data (1,069 men and 404 women) from one department collected during 2005-2009 and 2016-2020. The following data were provided: grip strength; sit-and-reach; 60-second push-ups; 60-second sit-ups; 2.4-km run; and the PAT. The PAT involved exiting a vehicle and opening the trunk; running ∼201 m; completing an obstacle course; dragging a 68-kg dummy 31 m; completing an obstacle course and running ∼201 m; dry firing a weapon 6 times with each hand; and trunk item placement and vehicle reentry. Relationships between the PAT and fitness tests were measured by partial correlations and stepwise linear regression, both controlling for sex. The PAT was completed in a mean time of 4:16 ± 1:07 minutes:seconds. The PAT significantly (p < 0.001) related to all fitness tests. Moderate relationships were found for push-ups (r = -0.35), sit-ups (r = -0.41), and the 2.4-km run (r = -0.43). Small relationships were found with grip strength (r = -0.19) and the sit-and-reach (r = -0.17). The final regression model, which included sex and all fitness tests except the sit-and-reach, explained ∼53% of the variance. Sex and the 2.4-km run explained ∼47% of the variance. Aerobic fitness appeared to have the greatest impact on PAT performance, which may have related to the PAT design and duration. Tasks completed in succession, and the use of a relatively light dummy, may stress aerobic fitness and muscular endurance to a greater extent.

Strength Training Frequency and Athletic Performance in High School Girls Basketball Players.

This study investigated the effects of a six-week strength training intervention on the physical fitness of female high school athletes, with a focus on training frequency. Twenty-three female high school basketball athletes were recruited and split into two groups: one group participated in strength training once per week (S1), while the other participated in two training sessions per week (S2). The groups were not random as training sessions were voluntary, and some participants were only able to train once per week. Participants were tested before and after the intervention, and the data included: age, body height, body mass, body fat percentage, grip strength, leg/back dynamometer (LBD) strength, a seated medicine ball throw (MBT), a vertical jump (VJ), 505 tests from each foot, 0-5, 0-10, and 0-20 sprint times, and multistage fitness test shuttles. Data were analyzed by a two (time) x two (group) repeated measures analysis of variance (ANOVA; p < 0.05). When significant F ratios were detected in any ANOVA calculations, post hoc pairwise comparisons were conducted using the Bonferroni adjustment procedure. There were significant main effects for time that indicated the following: increased body height, body mass, grip strength, LBD strength, MBT distance, and VJ height, faster 505 times, and slower 0-5 and 0-10 m sprint times (p ≤ 0.021). There were no significant time by group ANOVAs or between-group main effects. These performance changes occurred irrespective of training frequency. High school girls who participate in at least one strength training session per week can improve their strength (grip, LBD), power (MBT, VJ), and change-of-direction speed (505).

Lower-Body Strength Relationships with Sprint, Jump, and Sport-Specific Skill Performance in High School Girls Softball Players.

Softball athletes require multiple fitness traits (e.g., strength, speed, power) and sport-specific skills (e.g., hitting, throwing) for success. Lower-body strength could underpin these qualities; this has received little analysis among high school female athletes. This research investigated correlations between absolute and relative lower-body strength with age, linear speed, lower-body power, and throwing and hitting velocity in high school girls softball athletes. Archival data collected from 34 high school girls softball players (age=14.91±1.00 years; height=1.66±0.07 m; body mass=63.21±9.59 kg) from a private strength and conditioning facility was analyzed. The data included: age, height, and body mass; 0-9.14 and 0-18.29 m sprint interval times; standing broad jump (SBJ) distance (lower-body power); batted ball exit (i.e., hitting) and throwing velocity; and absolute and relative three-repetition maximum (3RM) front squat and hexagonal bar deadlift (HBD). Pearson's correlations (p<0.05) derived relationships between absolute and relative strength with the fitness and sport-specific tests. The results indicated significant relationships between the 3RM HBD with age (r=0.389) and hitting velocity (r=0.418). The 3RM front squat related to the SBJ (r=0.422) and hitting velocity (r=0.457). Relative 3RM HBD correlated with the 0-18.29 m sprint interval (r=-0.349). These results suggested that a strength and conditioning program that improves the lower-body strength of high school girls softball players could contribute to faster sprinting speed, further horizontal jumps, and greater hitting velocity. The results from this study highlights the value of strength enhancement in high school girls softball athletes and provides support for strength and conditioning program provision for these individuals.

A Research Note on Relationships Between Age, Body Size, Strength, and Power With Throwing Velocity in High School Water Polo Players.

ABSTRACT: Lockie, RG, Wakely, AM, Viramontes, E, and Dawes, JJ. A research note on relationships between age, body size, strength, and power with throwing velocity in high school water polo players. J Strength Cond Res 37(8): e466-e469, 2023-A successful high school strength and conditioning program should aim to improve fitness and develop motor skills in athletes. This research note investigated the relationships between throwing velocity with age, height, body mass, strength, and power in male high school water polo athletes. Fifteen (n = 15) water polo athletes (age: 15.67 ± 0.98; height: 177.63 ± 6.53 cm; body mass: 78.07 ± 16.08 kg) from one high school program were recruited. Strength was measured using combined grip strength from both hands and a leg/back dynamometer. Power was measured by a vertical jump and 2-kg seated medicine ball throw (MBT). Subjects also threw a water polo ball with maximum effort to measure throwing velocity. Pearson's correlation and stepwise regression were used to calculate relationships between throwing velocity with age, body size, strength, and power (p < 0.05). Age (r = 0.530), grip strength (r = 0.674), leg/back strength (r = 0.699), and the MBT (r = 0.670) all showed significant positive relationships with throwing velocity. Leg/back strength predicted throwing velocity with 49% explained variance (r2 = 0.490, p < 0.004). With age, explained variance increased to 66% (r2 = 0.664, p < 0.001). Throwing velocity related to age, which could be expected with maturation. However, stronger relationships were seen for upper-body (grip) and lower-body (leg/back) strength, and upper-body power (MBT). Strength and conditioning programs for high school athletes who develop upper- and lower-body strength and upper-body power could enhance throwing velocity among water polo (and potentially other overhead throwing) athletes.

A Preliminary Comparison of Firefighter Candidates' Biddle Physical Ability Test Performance and Success Based on Training Class Participation.

The Biddle Physical Ability Test (BPAT) was developed to identify candidates who possess the physical ability to become structural firefighters. The test must be completed in ≤ 9:34 min:s before a candidate is admitted to an academy. Some community colleges offer semester-long training classes for candidates. This study analyzed whether candidates who completed a training class could perform the BPAT more effectively. Retrospective analysis of 30 males and 2 females who attempted the BPAT was conducted. BPAT tasks were: dry and charged hose drag; halyard raise, roof walk, and attic crawl; roof ventilation and victim removal; ladder removal and carry; stair climb with hose bundle; crawling search and tower exit; stair climb with air bottles; hose hoist; and return to ground floor with air bottles. Independent samples t-tests or Mann-Whitney U tests (p < 0.05) and effect sizes calculated BPAT time differences between candidates who completed a training class or not. Twenty-nine candidates passed the BPAT; 6 completed a training class. The 3 candidates (2 males, 1 female) who failed did not complete a class. There were no significant between-group differences in BPAT times (p = 0.054-0.829). There were moderate effects for faster roof ventilation and victim removal, ladder removal and carry, and hose hoist times for candidates who attended a class (d = 0.74-0.95). While training classes may not be necessary for all candidates, physically demanding BPAT tasks were finished faster by candidates who completed a class. For candidates who find the BPAT physicality difficult, participation in a task-specific fitness and skills class may prove beneficial.